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Jennifer Ahern-Dodson | Thompson Writing ProgramYvonne Belanger | Center for Instructional Technology
Jessica Thornton | Provost Offi ce
USING RUBRICS
Duke UniversityAssessment Roundtable
23 April 2012
BackgroundGetting you Started - Audience
ParticipationExamples from Across DukeTake-awaysQuestion and Answer
Sign-in! Handouts Available
RUBRICS:WHAT ABOUT THEM?
Word Root: Red Ink
In the mid-90s reframed as a evaluation tool
A scoring tool that lays out specific expectations for an assignment
Divides assignment into its component parts
Can include descriptions of acceptable and unacceptable performance
OVERVIEW: WHAT EXACTLY ARE RUBRICS?
Help with GradingCommunicate Expectations to StudentsSharing Best PracticesProgram Assessment
OVERVIEW: WHY USE RUBRICS?
Task DescriptionDimensionsScaleDescription of Performance at each
level and dimension
OVERVIEW:COMPONENTS OF RUBRICS
OVERVIEW: EXAMPLES
Rubrics are not necessarily:Quantitative Summative Tied to GradesUseful only at the assignment levelComprehensiveBoring checklists
OVERVIEW:THINKING OUTSIDE THE BOX
GETTING YOU STARTED
What do you most care about students learning?
How is this communicated to students (mission statement, syllabus, application)?
What skills or experiences do they need to get there?
NAMING WHAT MATTERS
Name at least one learning goal and describe (or bullet list) what it would look like if students mastered that goal.
Concept: “backwards design”
GETTING SPECIFIC: WHAT WOULD SUCCESS LOOK LIKE?
What do you want students to be able to do by the end of the project/course?(Learning goals)
How do you give them practice in those goals? (Teaching or Mentoring Strategies)
How do you know that they are learning (in process) and have learned (at end) these goals? (Feedback strategies and evaluation)
ALIGNING FOR LEARNING
EXAMPLES FROM ACROSS DUKE
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EXAMPLES FROM DUKE:DIVINITY
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EXAMPLES FROM DUKE:FOREIGN LANGUAGE
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EXAMPLES FROM DUKE:BIOTAP
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EXAMPLES FROM DUKE: PRATT
TAKE-AWAYS
Start SmallStart with one assignment
Keep learning goals at centerScaffolding
TAKE-AWAYS:HOW TO GET STARTED
Abundance of Rubrics on the InternetEasy to create and make your ownBuild consensus in your program or
department
TAKE-AWAYS:HOW TO CREATE A RUBRIC
AAC&U VALUE RubricsAvailable at assessment.aas.duke.edu
Book: Introduction to Rubrics (Stevens & Levi)
Article: On the “Uses” of Rubrics: Reframing the Great Rubric Debate (Turley & Gallagher)
RESOURCES
Questions? Thoughts? Feedback?
THANK YOU!
Subject Matter Expert Driven Interview faculty individually or in small groups
Determine dimensions and descriptions of performance from interviews
This approach may need assistance on the front-end
MAKING IT YOURS:HOW TO BUILD IT? GET CONSENSUS?
Ground up ApproachStart with a blank rubricAsk faculty to score and make notesRubric will evolve over time with feedback
MAKING IT YOURS:HOW TO BUILD IT? GET CONSENSUS?
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